TY - JOUR
T1 - Equipping Educators for Equity Through Ethnic-Racial Identity Curriculum
T2 - Comparing Teachers' Fidelity of Implementation Across Remote and in-Person Training
AU - Umaña-Taylor, Adriana J.
AU - Martinez-Fuentes, Stefanie
AU - Sladek, Michael R.
AU - Baldeh, Mamfatou
AU - Hill, Heather
AU - Ramanadhan, Shoba
AU - Etienne, Kennel
AU - Foint, Shira
AU - Ison, Ashley
AU - Jones, Shandra
AU - Mason, Pamela
AU - Moon, Kay
AU - Morse, Patrick
AU - Puopolo, Melissa A.
AU - Satterthwaite-Freiman, Megan
AU - Figueroa, Melissa Soto
AU - Soto-Shed, Eric
AU - Stormon-Flynn, Mary P.
AU - Vazquez, Michael
N1 - This study was funded by a grant from the Institute of Education Sciences (R305A200278; PI: Umaña-Taylor). Special thanks to our school partners, Meghan Kelly, Dawn DiPeri, members of the Educator Advisory Board, members of the E⁴R HGSE 2020–2021 Research Practicum, and the 2022–2023 Identity Project Fellows for their contributions to the project; and to Helen Zhu for assistance with manuscript submission. Authorship contributions of the seventh through last author were comparable and names are presented in alphabetical order. 1Harvard University, 2University of Arizona, 3University of Oklahoma, Norman, 4Snowden International School at Copley, 5Burlington High School, 6Boston Latin School, 7KIPP Academy Lynn Collegiate, 8Chelsea High School, 9Milton Academy, 10Revere High School.
PY - 2025/7
Y1 - 2025/7
N2 - Professional development (PD) to help teachers learn to use curriculum materials can be effective in aiding fidelity of implementation and supporting student learning. PD may be particularly necessary for curricula focused on students' ethnic-racial identities, given educators' potential discomfort and limited formal training focused on strategies for discussing race/ethnicity in class. The Equipping Educators for Equity through Ethnic-Racial Identity (E⁴) PD prepares educators to implement an eight-lesson ethnic-racial identity curriculum with high school students. We tested whether fidelity of implementation of the ethnic-racial identity curriculum varied by two training modalities: in-person versus remote. Teachers' (N = 14) fidelity of implementation across 55 classrooms was assessed via 440 observations. Teachers' fidelity regarding curriculum adherence was high (76%) and did not vary significantly by training modality. Remote and in-person training resulted in similar fidelity of implementation, suggesting remote trainings may enable scaling up without sacrificing impact.
AB - Professional development (PD) to help teachers learn to use curriculum materials can be effective in aiding fidelity of implementation and supporting student learning. PD may be particularly necessary for curricula focused on students' ethnic-racial identities, given educators' potential discomfort and limited formal training focused on strategies for discussing race/ethnicity in class. The Equipping Educators for Equity through Ethnic-Racial Identity (E⁴) PD prepares educators to implement an eight-lesson ethnic-racial identity curriculum with high school students. We tested whether fidelity of implementation of the ethnic-racial identity curriculum varied by two training modalities: in-person versus remote. Teachers' (N = 14) fidelity of implementation across 55 classrooms was assessed via 440 observations. Teachers' fidelity regarding curriculum adherence was high (76%) and did not vary significantly by training modality. Remote and in-person training resulted in similar fidelity of implementation, suggesting remote trainings may enable scaling up without sacrificing impact.
KW - ethnic-racial identity
KW - ethnicity
KW - fidelity of implementation
KW - identity project
KW - intervention
KW - race
KW - teacher professional development
UR - https://www.scopus.com/pages/publications/105008179242
UR - https://www.scopus.com/inward/citedby.url?scp=105008179242&partnerID=8YFLogxK
U2 - 10.1002/jcop.70025
DO - 10.1002/jcop.70025
M3 - Article
C2 - 40511515
AN - SCOPUS:105008179242
SN - 0090-4392
VL - 53
JO - Journal of Community Psychology
JF - Journal of Community Psychology
IS - 5
M1 - e70025
ER -